The Pima mine, a 39,000 ton per day copper mine, is located 17 miles south of Tucson, Arizona. The mine is in a sequence of Paleozoic and Mesozoic sediments striking east-northeast and dipping southeasterly intruded by Tertiary quartz monzonite porphyry. The Paleozoic Permian(?) dolomites, limestones, and sandstones have been altered to calc-silicate skarn, marble and quartzite. The overlying Mesozoic Triassic(?) clastic sediments have undergone some recrystallization and hydrothermal alteration. The clastic metasediments are divided into three distinct lithologic units: lithic arenite, arkose, and interbedded and overlying black argillite. Three types of hydrothermal alteration in the clastic rocks are propylitic alteration (eqidote, chlorite, and quartz, with or without sericite), quartz-sericite alteration, and potassic alteration (K-feldspar and quartz, with or without sericite and chlorite). The porphyry has undergone potassic alteration. Dominant structures are an east-west post mineral fault in teh western part of the pit, and strong low angle shearing and faulting which truncates the ore body at depth. Two joint sets, one parallel to bedding and the other at right angles to bedding are prominent in the mine. Faulting is in two dominant directions, one striking northwest, dipping northeast and the other striking northeast, dipping northwest. Mineralization is predominantly disseminated pyrite and chalcopyrite, and molybdenite-quartz veinlets. There are less important amounts of magnetite, hematite, sphalerite, galena, tennantite, and bornite. Mineralization is believed to be both structurally and chemically controlled.

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The purpose of this study was (1) to describe the beliefs of environmentally-concerned community leaders regarding community needs for education about the environment, and (2) to describe the environmental education provided in the past, present, and planned for the future in Pima County, Arizona. Respondents believed that there were many environmental issues of importance to Pima County and that efforts to educate the community about these issues were inadequate. The issues considered most important tended to be those regarding environmental problems--air pollution, toxic substances, waste management. The most frequent topics of the environmental education provided by the respondents, however, tended to be those regarding natural resources--habitats, wildlife, water. Respondents believed in the need for an environmental education council and master plan. Most felt that lack of funding and absence of a master plan were major obstacles to providing adequate environmental education in the community.

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